译林牛津版高中英语选修9：U1 重点词汇讲解教案

Step 2：Overview and practice：1。

Review what a main clause is and what a subordinate clause is in a sentence. Read the following sentences and try to underline the main clause of each sentence。

1). The dog that/which was lost has been found.2）. Those who are in favor of the proposal are expected to discuss it in detail after the meeting.3）。

There are many organizations whose purpose is to help the homeless. 4）. The days when we had to rely on wool，cotton or silk for our clothes have now passed.5)。

Air moves from places where the pressure was high to places where the pressure is low。

6). This is the reason why he refused to help us.7）. He was born in 1976，when an earthquake struck the country。

8）. The news that he has been admitted by Harvard University is very pleasing.9). The news that you told me was really exciting。

牛津高中英语教学设计单元：Unit 1 Other countries, other cultures板块：Word powerThoughts on the design:本节课是词汇教学课。

词汇教学在高中英语教学中占据重要位置，正如著名语言学家威尔金斯（D．A．Wilkins）曾经说过“Without grammar, very little can be conveyed; without vocabulary, nothing can be conveyed.” 这句话的中文意思是“没有语法，难以表达；没有词汇，寸步难行。

”词汇教学有效的方法之一就是按主题将相关词汇分类组块学习，这有助于学生的长期记忆和灵活运用。

本节课词汇学习的焦点是关于描述国家的单词，即从哪些方面介绍一个国家。

Teaching aims:After learning the section, the students will be able to know what words can be used to describe a country. They are expected to use the words learnt in class to complete the relevant exercises. Meanwhile, the students will gain some knowledge of the United Kingdom, which helps them to promote their cross-cultural awareness.Teaching procedures:Step 1 Brainstorming1. Begin the lesson by reviewing the reading passage ‘Canada—land of the maple tree’. Ask students to answer the following question:What subjects are covered in the passage of Canada—land of the maple tree?2. Show the pictures of Big Ben and Tower Bridge to students, and ask them the questions:(1) Do you know the buildings in the pictures?(2) In which country do they lie? (In the United Kingdom.)3. Ask students to think about the following question:If we were to write a book about the United Kingdom, what subjects should be covered in the book?[Explanation]鼓励学生尽可能多地说出相关词汇。

9AUnit1 单词教学案Comic strips&welcome to the unit1.eat up 吃光，吃完finish eating eat all of sth.Hobo, you’ve eaten up my breakfast! Hobo, 你吃光了我的早餐。

Make sure the children eat up their vegetables up. 确保孩子们吃完蔬菜。

吃完苹果吃光它们2.creative adj.有创造力的，创造性的Samuel is creative. He often comes up with different kinds of ideas.Samuel很有创造力，他经常想到各种不同的主意。

She is very creative, she writes and paints. 她很有创造力，既写作又绘画。

create vt.创造creatively adv.创造性地3.curious adj. 好奇的be curious about sth. 对…好奇Billy is curious about everything. Billy 对一切都很好奇。

The boy everything he saw. 这个小男孩对他所看到的一切都很好奇be curious 后还可以加从句They are curious how it is should be made.curious 比较级最高级4.energetic adj. 精力充沛的Simon is very energetic. He always plays football for hours.Simon精力很充沛，总是踢几个小时的足球He is. 他是个精力充沛的网球手。

energy n. 能量（不可数）He has much energy. energetically adv. 精力充沛地5.modest adj. 谦虚的modesty n. 朴实，谦虚Daniel is clever, but he is too modest to show off. Daniel很聪敏，但他很谦虚，从不炫耀。

牛津高中英语教学设计单元：Unit 1 Other countries, other cultures板块：Task 1Thoughts on the design:本节课是一次听力为主的听说课，主要培养学生在听取陈述、独白或对话的时候提取信息的意识，尤其是通过猜测和推断提取隐含信息的意识。

第一段听力比较难，内有许多地名和时间，教师需要在学生听前进行一定的热身，以减少听的过程中的障碍；听后也需要给学生一定的指导，个别特别困难的句子需要重听。

第二段听力后有一篇景点介绍，需要结合两段听力内容完成，有一定的难度，可以采用讨论的方法完成。

Teaching aims:After learning the first part, i.e., Skills building 1, the students will be able to be aware of both some detailed information and some hidden information that is not clearly stated by inferring or guessing. Meanwhile, they can form the habit of taking notes while listening and inferring from the note what they have heard.Teaching procedures:Step 1Relate a story and get the students to answer:1. Is the writer fond of study?2. How long did the writer actually study yesterday?3. Did his mother think he could pass the exam?Answers:1. No, h e isn’t.2. For only two hours.3. No, she didn’t.Ask the students: How do you know？1. The writer isn’t fond of study?2. He studied for only two hours?3. The writer’s mother didn’t think he could pass the exam?Answer:From the story, we know that the writer hates to get up early to study. He only studied between about 10 and 12, which is approximately two hours. Besides this, he did nothing but watch TV or play football. The mother’s way of speaking when she says, “Oh, really? I wish you could.” w ith a cold smile suggests that she didn’t think he could pass the exam.Summary:When you are listening to a speech or a conversation, sometimes you have to infer or guess some of the information that is not clearly stated; or sometimes you have to pay special attention to the detailed information though it’s mentioned directly. In this case, you have to take notes and see what you can learn from the speech or conversation.[Explanation]这一部分作为热身，主要是让学生知道：不管是文章、独白还是对话，都有可能存在着一些隐含信息，而获取隐含信息的主要途径是推断或猜测。

定语从句复习一、语法知识归纳定语从句( Attributive Clause)句子作定语叫做定语从句。

定语从句放在先行词之后。

Ⅰ定语从句的引导词定语从句的引导词有关系代词和关系副词。

1. 关系代词(Relative pronoun)（注意：介词后不用that）Do you still remember the chicken farm (that) we visited three months ago?你还记得我们三个月前参观过的养鸡场吗？I live in the house whose window faces the street.(＝I live in the house the window of which faces the street.) 我住在窗户朝街的那间房里。

2. 关系副词( Relative adverb)We are living in an age when many things are done on computer.我们生活在这样一个时代：许多事情都通过电脑来完成。

Ⅱ定语从句的分类定语从句分为限制性定语从句和非限制性定语从句。

限制性定语从句（一）限制性定语从句的基本特征限制性定语从句对被修饰的先行词有限定制约作用，使该词的含义更具体，更明确。

限制性定语从句不能被省略，否则句意就不完整。

从句与先行词之间没有逗号。

He has two sons who work in the same company. (Perhaps he has more than two sons.) 他有两个在同一家公司工作的儿子。

（二）限制性定语从句中关系代词的用法1. that, which当先行词指物，并且关系代词在定语从句中充当主语或宾语时，用which/that 引导定语从句。

在限制性定语从句中有些情况下只能用关系代词that，不用which。

(1) 当先行词是不定代词all, much, little, something, everything, anything, nothing, none, the one时。

牛津高中英语教学设计单元：Unit 1 Other countries, other cultures板块：Task 1Thoughts on the design:本节课是一次听力为主的听说课，主要培养学生在听取陈述、独白或对话的时候提取信息的意识，尤其是通过猜测和推断提取隐含信息的意识。

第一段听力比较难，内有许多地名和时间，教师需要在学生听前进行一定的热身，以减少听的过程中的障碍；听后也需要给学生一定的指导，个别特别困难的句子需要重听。

第二段听力后有一篇景点介绍，需要结合两段听力内容完成，有一定的难度，可以采用讨论的方法完成。

Teaching aims:After learning the first part, i.e., Skills building 1, the students will be able to be aware of both some detailed information and some hidden information that is not clearly stated by inferring or guessing. Meanwhile, they can form the habit of taking notes while listening and inferring from the note what they have heard.Teaching procedures:Step 1Relate a story and get the students to answer:1. Is the writer fond of study?2. How long did the writer actually study yesterday?3. Did his mother think he could pass the exam?Answers:1. No, he isn’t.2. For only two hours.3. No, she didn’t.Ask the students: How do you know？1. The writer isn’t fond of study?2. He studied for only two hours?3. The writer’s mother didn’t think he could pass the exam?Answer:From the story, we know that the writer hates to get up early to study. He only studied between about 10 and 12, which is approximately two hours. Besides this, he did nothing but watch TV or play football. The mother’s way of speaking when she says, “Oh, really? I wish you could.”with a cold smile suggests that she didn’t think he could pass the exam.Summary:When you are listening to a speech or a conversation, sometimes you have to infer or guess some of the information that is not clearly stated; or sometimes you have to pay special attention to the detailed information though it’s mentioned directly. In this case, you have to take notes and see what you can learn from the speech or conversation.[Explanation]这一部分作为热身，主要是让学生知道：不管是文章、独白还是对话，都有可能存在着一些隐含信息，而获取隐含信息的主要途径是推断或猜测。

W: I’ve got only a bicycle.What does the woman mean?A. She drives there too.B. She can arrive there by 3 p.m., too.C. She can’t arrive there by 3p.m..2. M: What do you think of Kate’s new skirt?W: That new style is quite beautiful, but I think she’ll be more beautiful if she is in red. What does the woman mean?A. She likes Kate’s skirt very much.B. She likes the new style only.C. Kate’s red skirt makes her more beautiful.3. M: I’m really tired of this class.W: But you have to take the exam, don’t you?What does the woman mean?A. He has to continue to take this course.B. He doesn’t have to take the exam.C. He has to pass the exam.4. W: What do you think of Miss Betty’s report?M: It would be better if she cut some parts.What does the woman mean?A. Miss Betty’s report is boring.B. Miss Betty’s report is too long.C. Miss Betty’s report is excellent.5. M: Jean is going to take Professor Smith’s history course.W: Didn’t she know Professor Clark’s is better?What does the woman mean?A. Jean should take Professor Clark’s history course.B. Jean should take Professor Smith’s history course.C. Jean should take another better course.Step 1: listening to a conversation for details:1. Now, let’s listen to a phone call about the arrangement of a cultural exchange tour and fill in a table with details you hear of infer from the conversation.2. Now, please go over the instructions in Part B and go on to complete the note sheet. Please check the answers.3. Read the travel book listing a number of famous places on New York in Part C4. Pair work: Discuss in groups of four and decide which places are suitable to visit based on PartsA and B. After that, state your reasons for your choices.Skills building 2: asking for repetition of information1. when a speaker speaks very fast, and you need to make sure that you have got the correct details, what would you do?Sometimes, it is important for us to ask for repetition or repeat the information yourselves whenever necessary.2. Now, please present as many ways of asking got a repetition as possible. Remember that you should e polite when asking for repetition.3. Practice: practice asking repetition in groups and make sure that you can use the language items learnt in this part.Step 2: asking a travel agent for more informationNow, let’s use the skills we just learned to have a telephone conversation with a travel agent.1. Work in groups of four. Study the form carefully.2. Work in pairs. One acts as the student and the other as the travel agent.Skills building 3: writing an itinerary1. Discussion:What should be listed in an itinerary?Times and dates for different stages of the journey.Details about the places to visit, as well as contact details.2. Read the guidelines in this part as well as the five points on page 13.Step 3: writing an itinerary for a trip to New York. Now, let’s try to draw up an itinerary for the orchestra’s trip to New York using the information gathered in Steps 1 and 2.。

牛津高中英语教学设计单元：Unit 1 Other countries, other cultures板块：Grammar and usageThoughts on the design:本课时是有关定语从句复习的语法课。

英语句子中存在大量的定语从句。

高三学生已经分别系统地学习了定语从句，但是使用时仍容易出现错误，因此此部分帮助学生进一步理清语法结构、理解句子含义、提高阅读能力。

定语从句的综述复习将占一个课时。

本课件设计旨在加强学生识别定语从句的能力，并着重复习从句的重点、难点，如：that和which的区别，where的用法，as的用法以及the way后面的定语从句。

并完成相关练习。

Teaching aims:After reviewing the attributive clause, students will be able to identify the clause in a sentence and apply it in different situations. In this teaching period, students are expected to establish a clear understanding of the clause and fulfill some exercises.Teaching procedures:Step 1 General introduction1. Introduce the adverbial clause to students as follows:Attributive clauses are like adjectives and there are two kinds of them—restrictive and non-restrictive.Some relative pronouns and relative adverbs can be used to lead the attributive clause.2. Generally review the functions of relative pronouns and adverbs used in the attributive clause.3. Get students to compare the restrictive and non-restrictive attributive clauses.Step 2 Review of the attributive clause1. Help students compare THAT and WHICH used in attributive clauses by completing the following sentences.1) Do you have anything __________ you don’t understand?2) The only thing __________ we can do is to give you some advice.3) Who is the man __________ is standing there?4) Her bag, in __________ she put all her money, has been stolen.5) She heard a terrible noise, __________ brought her heart into her mouth.2. Ask students to deal with the attributive clauses beginning with “prep. + which / whom”.1) Do you know the boy ____________ your mother is talking?2) He gave me some novels ____________ I am not very familiar.3) I still remember the day ____________ I first got to Paris.4) Do you like the book ____________ she paid $10?5) He built a telescope ____________ he could study the skies.3. Ask students to learn the usage of WHERE in attributive clauses. “Where” can be used to no t onlyrefer to a place, but also to represent a situation. Therefore, “where” can be used after such words as point, situation, part, case and condition.Can you tell me the office where he works?I’ve come to the point where I can’t stand him.The country is in the situation where a war will break out at any time.4. Ask students to learn the usage of AS in attributive clauses.(1) Compare the following sentences:It is known to all that having a good knowledge of vocabulary is basic to language learning.→As is known to all, having a good knowledge of vocabulary is basic to language learning.(2) Point out that “as” can be used at the beginning of a sentence to refer to the main clause.There are some set phrases with “as”: as anybody can seeas we had expectedas often happensas is mentioned above ...(3) “As” can be used in restrictive attributive clauses in the form of “such…as, so…as, thesame…as”. Compare the following sentences.It is such a big stone that nobody can lift it. (an adverbial clause)It is such a big stone as nobody can lift. (an attributive clause)5. Ask students to review the structure of “the way + attributive clause”. Understand the differencebetween the following sentences.The way that/ in which/不填he explained the sentence to us was not difficult to understand.The way that/ which/不填he explained to us was quite simple.Step 3 Practice1. He was educated at the local high school, ______ he went on to BeijingUniversity.A. after whichB. after thatC. in whichD. in that2. The Science Museum, ______ we visited during a recent trip to Britain, is one of London’s touristattractions.A. whichB. whatC. thatD. where3. The growing speed of a plant is influenced by a number of factors, _____ are beyond our control.A. most of themB. most of whichC. most of whatD. most of that4. For many cities in the world, there is no room to spread out further, ______New York is anexample.A. for whichB. in whichC. of whichD. from which5. We went through a period ______ communications were very difficult in the rural areas.A. whichB. whoseC. in whichD. with which6. The road conditions there turned out to be very good, ______ was more than we could expect.A. itB. whatC. whichD. that7.The man pulled out a gold watch, ______ were made of small diamonds.A. the hands of whomB. whom the hands ofC. which the hands ofD. the hands of which8. I’ll give you your friend’s home address, ______ I can be reached most evenings.A. whichB. whenC. whomD. whereStep 4 ConsolidationAsk students to deal with some multiple choices about the three types of clauses.1. Occasions are quite rare _____ I have the time to spend a day with my kids.A. whoB. whichC. whyD. when2. I used to love that film _____ I was a child, but I don’t feel it that way any more.A. onceB. whenC. sinceD. although3. I’m sorry you’ve been waiting so long, but it’ll still be some time _____ Brian get back.A. beforeB. sinceC. tillD. after4. Yesterday she sold her car, _____ she bought a month ago.A. whomB. whereC. thatD. which5. We’ll have a picnic in the park this Sunday _____ it rains or it’s very cold.A. sinceB. ifC. unlessD. until6. The companies are working together to create _____ they hope will be the best means oftransport in the 21st century.A. whichB. thatC. whatD. who7. They will fly to Washington, _____ they plan to stay for two or three days.A. whereB. thereC. whichD. when8.—Did you return Fred’s call?—I didn’t need to ____ I’ll see him tomorrow.A. thoughB. unlessC. whenD. because9. When asked _____ they needed most, the kids said they wanted to feel important and loved.A. whatB. whyC. whomD. which10. Later in this chapter cases will be introduced to readers ______ consumer complaints haveresulted in changes in the law.A. whereB. whenC. whoD. whichStep 5 HomeworkTranslate the following sentences.1. 我们在做出任何决定之前，应该听一听其他人的意见。

Australian swimmer. He is known to be poised, confident, modest and calm. Swimming from the time he was eight years old, he keeps up practice with about 20 hours a week in the water. He broke a world record at the world short-course championships in Hong Kong in 1999. Thorpe had a very difficult four months in early 2000. He had to deal with a broken ankle and was accused by a German swimming coach of being a drug cheat when his drug test was botched in Berlin. In early 2000, there was a swim suit controversy when he featured, in cheeky TV ads for one of his sponsors, one of their black body-length "seal suits," alongside some real seals on the starting blocks of a swimming pool. Thorpe declared that he will wear a full-length body swim suit in his Olympic swimming races. The bodysuit (which has also been called the "frogsuit," and "Mr. Condom") has proven controversial, with some people claiming they add buoyancy and other advantages to swimmers. Full-body suits were cleared for use in the Olympics by the International Amateur Swimming Federation (FINA) in late 1999.In 2003 Thorpe had became the first swimmer in history to win three consecutive world titles in the one event, the 400m freestyle, and he finished the Barcelona championships with three gold, a silver and a bronze. Then added another string to his swimming bow in 2003 by twice breaking the Commonwealth record in the 200m individual medley. He has now won 18 National titles and has broken 13 long course world records. In 2002, firstly in Manchester at the Commonwealth Games, he won the 100m, 200m, 400m freestyle, as well as playing a part in all three relay victories. Then, in Yokohama at the Pan Pacs, he once again won the 100m, 200m and 400m trifecta and was in the 4x100m freestyle and 4x200m freestyle relay wins. He broke his own 400m world record in Manchester. He is an Olympic, World, Commonwealth and Pan Pacific champion, plus multiple World Record holder in the middle distance freestyle events, the winner of six gold medals at the 2001 World Championships; three gold at the 2000 Olympic Games and four gold at the 1998 Commonwealth Games.Personal Best Times :100m freestyle: 48.71 - 2nd fastest Australian all-time200m freestyle: 1:44.06 - World Record400m freestyle: 3:40.08 - World Record800m freestyle: 7:39.16 - World Record100m backstroke: 55.38 -3rd fastest Australian all-time2. Read the article and find out as much information as possible about Australia. Answer the following questions:When we talk about Australian people, what would you think of?What sports are popular in Australia?Why are they so popular?3. Read the article again and fill in the following chart.4.Discussion: Do you agree that Australia is a sporting nation? Why or why not?5. Finish Parts B1 and B2 on page 103.6. Let’s turn to Parts D1 and D2 on page 105 of the Workbook.Part B:1. Read the reading passage in Part A again and ask questions about the parts they you don/t understand.2. Work in pairs to discuss the questions in Part B.3. Present your project to the class.Homework:Read Part A on page 109 of the workbook.。